Abstract
The transition to virtual learning resulting from the COVID-19 pandemic drastically altered the work of many teachers. Despite the expansion of remote instruction, more research is needed to demonstrate what works for classroom management during virtual learning. We report the findings from an online survey related to online classroom management. Nearly 300 educators from 30 states completed the survey. We examined special and general education teachers’ perceived knowledge, use, and effectiveness of evidence-based classroom management practices translated for remote instruction and report findings related to self-efficacy when managing classrooms online. Results provide empirical support for the application of established classroom management practices in virtual learning contexts. Differences between special and general educators are explored and implications for special educator training and professional development are discussed.
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